Nisreen Al-khawaldeh; Manar Al-Rabadi
Abstract
This study examines the impact of COVID-19 on Jordanians’ beliefs, perceptions, and practices. The selected 26 caricatures and memes were analyzed in terms of their denotative, connotative, and semiotic resources and discussed in light of Barthes’ semiotic theory. The analysis reveals that ...
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This study examines the impact of COVID-19 on Jordanians’ beliefs, perceptions, and practices. The selected 26 caricatures and memes were analyzed in terms of their denotative, connotative, and semiotic resources and discussed in light of Barthes’ semiotic theory. The analysis reveals that such cartoonic representations constitute a type of social discourse that reveals several social, health, economic, and political issues on digital platforms and warns people about the negative consequences of this pandemic and how to cope with it. These issues are life and economic disruption, people’s bad psychological state, the unfair hold of the COVID-19 vaccine diffusion, and the world’s fiasco in handling the pandemic. The cartoons and memes also represent effectively, with the help of particular linguistic techniques (i.e., metaphors, intertextuality, and ironic, sarcastic expressions), people’s thoughts and beliefs, real situations, events, personalities, and identities, as well as the whole world, by humorously demonstrating critically shared global issues.
Oralsyn Rakymzhan; Berdibai Shalabay; Omirgul Zhumagulova; Gulden Kazhibaeva; Ibagul Кairbekova
Abstract
Existential loneliness is a topic of debate that has been explored over three centuries. Nineteenth-century novelists contributed to cognition-based existentialism in a way that has shaped our contemporary understanding and conceptualization. This study investigates the thematic coverage of existential ...
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Existential loneliness is a topic of debate that has been explored over three centuries. Nineteenth-century novelists contributed to cognition-based existentialism in a way that has shaped our contemporary understanding and conceptualization. This study investigates the thematic coverage of existential loneliness explored by novelists, poets, and writers to make conclusions about the cross-cultural stylometric signature, the underlying conceptual metaphors, and the priming of each linguistic metaphor for the difficult-to-attain definition of existential loneliness. In the compiled literary corpus, loneliness is represented through 11 linguistic metaphors, the most frequent of which are “loneliness is unbearable hell”, “loneliness is harm”, “loneliness is internal trait”, “loneliness is inability to keep company”, and “loneliness is poverty of self”. The retrieved results are computationally compared to the literary works of the most influential existential writers. Thus, the Kazakh writer Nurgali Oraz is very diverse in terms of using loneliness-related conceptual metaphors, which unites him with such internationally recognized authors as Dostoyevsky, Tolstoy, Flaubert, Chekhov, Turgenev, and Proust.
Mehri Firoozalizadeh; Hassan Ashayeri; Yahya Modarresi; Mohammad Kamali; Azra Jahanitabesh
Volume 8, Issue 1 , March 2020, , Pages 25-43
Abstract
This study explores the metaphoric comprehension of normal Persian-speaking children, as well as theories of cognitive development and cultural and social impacts. The researchers discuss the improvement of the understanding of ontological conceptual metaphors through age growth and cognitive development, ...
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This study explores the metaphoric comprehension of normal Persian-speaking children, as well as theories of cognitive development and cultural and social impacts. The researchers discuss the improvement of the understanding of ontological conceptual metaphors through age growth and cognitive development, and how it helps to expand children’s thoughts and knowledge of the world. In this study, 121 normal native Persian-speaking children from the age of 5 to 13 with no language and cognitive disorders participated. Pearson correlation and one-way ANOVA were used to examine the relationships between pairs of variables. The results showed that children start to comprehend abstract concepts and primary ontological metaphors at about 5 years of age, which is in contrast with what Piaget has implied. Children’s metaphorical comprehension improved progressively with age, social, and cognitive development as other studies have also implied, and they understood more complex types of metaphors by age growth.